A group of two consecutive letters whose phonetic value is a single sound.

Two consecutive consonants that represent one phoneme or sound.

A vowel produced by the tongue shifting position during articulation; a vowel that feels as if it has two parts, especially the vowels spelled ow, oy, ou, and oi.

The task of combining sounds rapidly, to accurately represent the word.

Two or more consecutive consonants which retain their individual sounds.

A reading level at which a reader can read text with 95% accuracy.

A reading level at which a reader reads at less than a 90% accuracy.

A part of fluency that involves reading words in text with no errors.

The speed at which a person reads.

The ability to read text quickly, accurately, and with proper expression, which provides a bridge between word recognition and comprehension.

Reading with expression, proper intonation, and phrasing, which helps readers to sound as if they are speaking the part they are reading.

Reading without conscious effort or attention to decoding.

Paying attention to one’s own reading process while reading, and taking steps to reread or make corrections as needed to make sense of the text.

Any substitution of a word in a text that a reader makes.

A visual framework or structure that facilitates understanding for the reader by capturing the main points of what is being read, which may include concepts, ideas, events, vocabulary, or generalizations.

Information from the surrounding text that helps identify or gives meaning to a specific word or phrase. Or using words or sentences around an unfamiliar word to help clarify its meaning.

The process of consciously thinking about one’s learning or reading while actually being engaged in learning, which is used by good readers to think about and have control over their reading.

A small group of regular or irregular words that account for a large percentage of the words in print. Automatic recognition of these words is required for fluent reading.

Phonetically regular or irregular words that are recognized immediately.

A decoding strategy for breaking words into manageable parts or the process of dividing a sentence into smaller phrases where pauses might occur naturally.

Separating the individual phonemes, or sounds, of a word into discrete units.

The ability to translate a word from print to speech, usually by employing knowledge of sound-symbol correspondences.

Text in which a high proportion of words comprise sound-symbol relationships that have already been taught that serve as a bridge between learning phonics and the application of phonics in independent reading.

The process of using strategies to figure out or decode unfamiliar words.

Any of the various sources of information that may aid identification of a word such as graphophonics, semantic, and syntactic information.

An affix attached to the end of a base, root, or stem that changes the meaning or grammatical function of the word.

A morpheme that precedes a root and that contributes to or modifies the meaning of a word.

A word opposite in meaning to another word.

Words that have similar meanings.

Words that are spelled the same but have different origins and meanings.

A unit of meaning that can stand alone as a whole word (e.g., friend, pig). Also called a free morpheme.

The vowel and any consonants that follow the onset of a syllable (e.g., ip in the word flip).

The initial consonant or consonants in a syllable (e.g., fl in the word flip).

Words that have the same ending sound.

Understanding what one is reading; the ultimate goal of all reading activity.

Literal Comprehension

Understanding of the basic facts the student has read.

Drawing meaning from a combination of clues in the text without explicit reference to the text.

Recalling the content of what was read or heard.

Reducing large selections of text to their bare essentials: the gist, the key ideas, the main points that are worth noting and remembering.

A type of text that contains facts and information (e.g. non-fiction books).

A book intended for general reading that is not a textbook.

A type of text that tells a story about fictional or real events.

A type of text that reports factual information and the relationships among ideas.

The concept that letters and letter combinations represent individual phonemes in written words.

Language and Literacy Concepts Flashcards

Student preview

73 questions

Show all answers

1.

FLASHCARD QUESTION

Front

Syllable

Back

A segment of a word that contains one vowel sound. Syllable types include closed, open, vowel-consonant-e, consonant-l-e, r-controlled, and vowel pairs.

2.

FLASHCARD QUESTION

Front

Multisyllabic

Back

Words with more than one syllable.

3.

FLASHCARD QUESTION

Front

Story Grammar

Back

The general structure of stories that includes story elements.

4.

FLASHCARD QUESTION

Front

Story Structure

Back

A set of conventions that govern different kinds of texts such as characters, plot, and setting in a narrative text, or in an informational text, comparison and contrast.

5.

FLASHCARD QUESTION

Front

Story Maps

Back

A strategy used to unlock the plot and important elements of a story.

6.

FLASHCARD QUESTION

Front

Story Elements

Back

Characters, problem, solutions, themes, settings, and plot.

7.

FLASHCARD QUESTION

Front

Vowel Digraph

Back

Two vowels together that represent one phoneme or sound.

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